The teacher may model or brainstorm examples of facial expressions so that students can begin to evaluate and consider the power of this non-verbal form of communication.
Generalization Connection(s):
Facial expressions and body movement often illustrate personal emotions.
http://www.wikihow.com/Read-Body-Language (A how-to guide for body language)
http://www.shutterstock.com/cat.mhtml?searchterm=body+language&search_group=&lang=en&search_source=search_form (Images of body language)
http://www.goodreads.com/shelf/show/wordless-picture-books (List of wordless picture books)
Student Resources:
http://www.pinterest.com/pin/68820700526038818/ (Dice game for acting out emotions or characters)
Assessment:
Students will convey basic emotional expression (e.g., happy, sad, excited, worried etc.) through facial expressions. Students may use wordless picture books listed in teacher resources as bases for practicing/demonstrating these expressions.
http://tccl.rit.albany.edu/knilt/index.php/Unit_Four:_How_to_incorporate_play_observations_in_the_kindergarten_classroom (Great ideas for observational note-taking)
Differentiation:
(Multiple means for students to access content and multiple modes for student to express understanding.)
The teacher may read an evocative story (e.g., The Giving Tree, by Shel Silverstein) so students can explore the use of facial expressions by particular characters within a text.
Generalization Connection(s):
Facial expressions and body movement often illustrate personal emotions
http://www.wikihow.com/Read-Body-Language (A how-to guide for body language)
http://www.shutterstock.com/cat.mhtml?searchterm=body+language&search_group=&lang=en&search_source=search_form (Images of body language)
http://www.goodreads.com/shelf/show/wordless-picture-books (List of wordless picture books)
Student Resources:
http://www.pinterest.com/pin/68820700526038818/ (Dice game for acting out emotions or characters)
Assessment:
Students will begin their expression journal (see Ongoing Learning Experience #1) by documenting (drawing) one facial expression from the teacher-read story and writing about the expression they have depicted (i.e., short-even one word-entries about the expression they have documented).
Teacher note: Students may be provided with mirrors as they work on these journal entries to help them capture their expressions.
Differentiation:
(Multiple means for students to access content and multiple modes for student to express understanding.)
The teacher may model or brainstorm examples of body language/movement so that students can begin to evaluate and consider the power of this non-verbal form of communication.
Generalization Connection(s):
Facial expressions and body movement often illustrate personal emotions
http://www.wikihow.com/Read-Body-Language (A how-to guide for body language)
http://www.shutterstock.com/cat.mhtml?searchterm=body+language&search_group=&lang=en&search_source=search_form (Images of body language)
http://www.goodreads.com/shelf/show/wordless-picture-books (List of wordless picture books)
Student Resources:
http://www.pinterest.com/pin/68820700526038818/ (Dice game for acting out emotions or characters)
Assessment:
Students will convey basic emotional expression (e.g., happy, sad, excited, worried etc.) through body language/movement. Students may use wordless picture books listed in teacher resources as bases for practicing/demonstrating these expressions.
http://tccl.rit.albany.edu/knilt/index.php/Unit_Four:_How_to_incorporate_play_observations_in_the_kindergarten_classroom (Great ideas for observational note-taking)
Differentiation:
(Multiple means for students to access content and multiple modes for student to express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may participate in a guided movement exercise
http://dramaresource.com/games/mime-and-movement (Good ideas for working with students and guided movement)
N/A
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
Students may use a costume center, puppets or picture boxes to augment their body language/movement
Critical Content:
Essential components that make-up everyday environments
Key Skills:
Use body movements and facial expressions to portray different set elements in an environment
Use body movements and facial expressions to portray different props in an environment
Change the mood of an environment through their portrayal of environmental objects
Follow a simple set of steps in a dramatic task
Critical Language:
Dramatize, facial expression, body movement, character, communicate, feelings, observation, express
Learning Experience # 4
The teacher may read an evocative story (e.g., Come on, Rain by Karen Hesse) so students can explore the use of body language by particular characters within a text.
Generalization Connection(s):
Facial expressions and body movement often illustrate personal emotions
http://www.wikihow.com/Read-Body-Language (A how-to guide for body language)
http://www.shutterstock.com/cat.mhtml?searchterm=body+language&search_group=&lang=en&search_source=search_form (Images of body language)
http://www.goodreads.com/shelf/show/wordless-picture-books (List of wordless picture books)
Student Resources:
http://www.pinterest.com/pin/68820700526038818/ (Dice game for acting out emotions or characters)
Assessment:
Students will continue their expression journal (see Ongoing Learning Experience #1) by documenting (drawing) one example of body language/movement from the teacher-read story and writing about the expression they have depicted (i.e., short-even one word-entries about the expression they have documented).
Teacher note: Students may be provided with mirrors as they work on these journal entries to help them capture their expressions
Differentiation:
(Multiple means for students to access content and multiple modes for student to express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may require additional explanation or repetition of the story, using a more simplistic story is also an option
Students may be provided with ideas about expressions (from the text) to capture
Students may dictate the writing necessary for the journal entry (to a peer or the teacher)
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
Students may document multiple expressions from the text for one character or document expressions from more than one character
Critical Content:
Essential components that make-up everyday environments
Key Skills:
Use body movements and facial expressions to portray different set elements in an environment
Use body movements and facial expressions to portray different props in an environment
Change the mood of an environment through their portrayal of environmental objects
Follow a simple set of steps in a dramatic task
Critical Language:
Dramatize, facial expression, body movement, character, communicate, feelings, observation, express
Learning Experience # 5
The teacher may model or brainstorm examples of vocal variations so that students can begin to evaluate and consider the power of this verbal forms of communication.
Generalization Connection(s):
A character’s vocal variation reveals emotions
Teacher Resources:
http://artsedge.kennedy-center.org/educators/how-to/tipsheets/five-easy-drama-games.aspx (The 1st activity outlines ideas for a vocal experimentation)
http://artsedge.kennedy-center.org/educators/how-to/tipsheets/five-easy-drama-games.aspx (The 5th activity outlines ideas for a modified charades activity)
http://www.bbbpress.com/dramagames/ (Games to explore vocal expressions)
http://www.proteacher.org/a/22801_drama_ideas.html (Tone of voice activities)
http://sites.uci.edu/class/kindergarten/theater-kindergarten/kindergarten-theater-lesson-2/ (Modeled lesson using “A Hunting We Will Go” for guided dramatic character development and sound effects)
Student Resources:
N/A
Assessment:
Students will convey different emotional expression (e.g., happy, sad, excited, worried etc.) using select phrases (See tone of voice activities in Teacher Resources).
http://tccl.rit.albany.edu/knilt/index.php/Unit_Four:_How_to_incorporate_play_observations_in_the_kindergarten_classroom (Great ideas for observational note-taking) Teacher will observe students to determine if they understand how to convey basic character emotions through tonal variations.
Differentiation:
(Multiple means for students to access content and multiple modes for student to express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may be provided with visual images to help them create vocal performances (e.g., phrases and visuals in Come on, Rain by Karen Hesse)
N/A
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
Students may use a costume center, puppets or picture boxes to augment their vocal performances
Critical Content:
Essential components that make-up everyday environments
Examples of objects and sound from environments that affect mood
Key Skills:
Use body movements and facial expressions to portray different set elements in an environment
Use body movements and facial expressions to portray different props in an environment
Use sound or voice to create environment
Change the mood of an environment through their portrayal of environmental objects
